Becoming <i>Mwalimu</i> : Hybridity of Participatory Education in Health Projects in Rural Tanzania

ABSTRACT This article examines health training in two health projects in rural Tanzania. While trainers initially adopted the role of facilitators under a participatory approach, in practice, their pedagogy blended “banking” and problem‐solving models. The domestication of participatory methods incorporated various pedagogical influences, ranging from the colonial period to the era of market reforms, giving problem‐solving education its distinct character. This blending of different pedagogical traditions reflects the breaks and continuities in Tanzania's post‐socialist landscape.